Focusing on Assessment: So What Do They Really Know?

I am going to wrap up my Focusing on Assessment series of blog posts with a review of Cris Tovani's So What Do They Really Know?: Assessment That Informs Teaching and Learning. Tovani's voice captured my interest in 2006 when my mentor gave me a copy of her I Read It, But I Don't Get It.  Needless to say, I was very excited to hear that she had another book coming out!

Once again, her voice resonated with me throughout the book. While reading, it is easy to tell that she is a master teacher who thinks reflectively about her teaching throughout the years. I appreciate that she doesn't buckle to the pressure to do certain aspects exactly the same as some of her colleagues, but rather, she takes criticism/suggestions as something to reflect about and consider what is truly the best for her students.

Tovani started out the book talking about the current context of education and views of assessment. She also provided some thought provoking scenarios to consider the question stated in the title. This was a nice way to frame the rest of the text. Then she continued on to highlight how she uses assessment in her classroom, as well as providing insights into the journey that led up to the decisions she has made about assessments. Her assessment ideas are practical and serve multiple purposes, such as building connections with students, while also considering what instruction they need next the most, reflecting her belief about the connection between assessments and the value in getting to know students. Throughout she provided many examples of her students' actual responses, while providing glimpses into her thought process related to the specific responses. Her writing provides a vivid picture of how her classroom operates.

One of my favorite statements from the book stood out because it closely aligns with how I feel, stating, "Grading. I hate it. As a teacher, it is what I wrestle with most. I know it is one of the necessary evils of the job, but I find myself constantly struggling with issues of management and equity," (p. 129). No matter the grade level, I always "wrestle" with this as well. I was excited to read this chapter toward the end of the book to see how she responds to this struggle. I think that captures well why I love Tovani's writing in general - I can connect with her so much and I look forward to the "conversation" that I will have with her through reading her books, viewing her as a valued mentor.

Happy New Year! Enjoy continuing to think about assessments in 2012!